African Journal of African Philosophy and Ubuntu | 26 August 2003
Teacher Training Programmes and Dropout Rates among Girls in Rural Ethiopian Schools: A Four-Year Randomized Controlled Analysis
M, e, k, d, e, s, B, e, f, a, y, y, e, g, h, ,, G, i, r, m, a, y, e, M, o, l, l, a, ,, F, a, s, i, l, N, e, g, a, s, h
Abstract
Rural Ethiopian schools face significant challenges in retaining girls, particularly due to factors such as cultural norms, limited resources, and inadequate teacher training. A four-year randomized controlled trial was conducted with schools randomly assigned to either receive enhanced teacher training or continue with standard practices. Dropout data were collected from a sample size of 1,200 students over the study period. Enhanced teacher training programmes led to a 35% reduction in dropout rates among girls compared to control groups, specifically highlighting improvements in classroom engagement and student-teacher rapport. The findings underscore the critical role of well-trained teachers in supporting educational attainment for rural girls. Investment in teacher training programmes should be prioritised as a key strategy to address high dropout rates among girls in Ethiopian schools.